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ere was a significant incidence of radiological occipital lobe ischaemia from the occipital transtentorial approach (p = 0.04). Within our series, we did not demonstrate a consistent location of residual tumour relative to the surgical approach chosen. Whilst there was a significant difference with regards to the extent of resection between approaches, in the context of small comparative groups this is difficult to draw far-reaching conclusions from.Purpose Physical education policies provide guidance and accountability to develop quality programs that increase physical literacy. The purpose of this study was to conduct a systematic review of physical education policy research to explore its effects on the school environment and programming as an essential component of physical education. Methods Using the PRISMA guidelines of identify, screen, determine eligibility, and include, studies were extracted from four different databases, using search terms related to the essential physical education component of policy and environment. Of the 225 publications identified, 42 studies met the inclusion criteria for this investigation. Each paper was coded, and emergent themes were identified. Results The policy research was predominantly descriptive and focused on (a) minutes in physical education (83%), (b) moderate to vigorous physical activity (MVPA; 31%), (c) certified/qualified teachers (24%), (d) exemptions (17%), and (e) student-teacher ratio (12%). Emergent themes of adherence, policy strength, and implementation accountability were identified as influential physical education policy aspects. Conclusions Policy research over the last 20 years was focused on the regulatory mandate of time. Policy research did not directly address disciplinary process variables of learning activities or outcomes of physical education. The effects of policy exemptions and class size were underrepresented. Themes may explain the lack of reporting student performance as the primary outcome. Further research is needed to examine the downstream effects of physical education policy and determine whether well-written policies increase the number of physically literate individuals.Appropriate instruction is a key component of quality physical education, which aligns student learning activities with grade-level learning outcomes. Historically, in the 1980s and late 1990s, an abundance of research was conducted to empirically link teacher effectiveness to student learning outcomes. In recent years, however, limited research has been published. Purpose The purpose of this study was to (a) identify research studies examining appropriate instructional practice in K-12 physical education since 2000, (b) describe the study characteristics and summarize the findings, (c) compare research to the SHAPE America's guidelines for appropriate instruction, and (d) make recommendations for future research. Methods This study was conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) standards of quality for reporting meta-analyses. A systematic search of five electronic databases was conducted. Two reviewers retrieved articles, assessed risk of bias, and performed data extraction. The findings were synthesized using a descriptive analysis. Results A total of 37 articles met the inclusion criteria. A thematic analysis was conducted to reduce the included articles into four themes that influenced student outcomes (1) student engagement and participation, (2) motivation, (3) student learning, and (4) physical activity and fitness. Conclusions This review of the literature provides evidence of the benefits of effective teaching practices and suggests that future studies in instruction should focus on teacher effectiveness and its relation to student learning outcomes. Recommendations and future directions are discussed.Appropriate assessment practices are recognized as a critical part of the learning process and represent a key component of quality physical education. Recent shifts in school reform efforts toward more accountability in the United States and an emerging emphasis on student-centered approaches challenge historical approaches to assessment. Purpose Therefore, the purpose of this review was to (a) identify research conducted on physical education teachers' assessment practices during the years 2000-2020, (b) determine the impact of assessment practices on student outcomes, and (c) describe research that explores factors associated with the SHAPE America guidelines for appropriate assessment practices. Method The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews (PRISMA-Sc) Checklist guided this review. All related empirical, peer-reviewed, English-language studies conducted in U.S. schools and published since January 1, 2000 qualified for inclusion. Results A total of 17 articles met the inclusion criteria for this review. Most used non-experimental methods and were conducted in the secondary (grades 6-12) physical education context. Limited studies examined the relationship between assessment practices and learning outcomes. Recommendations for future research are provided based on the results. Conclusions A diverse body of studies provides valuable, yet limited evidence related to teacher assessment practices. Systematic research is needed to better understand the impact of teacher assessment practices on student outcomes and to build a stronger foundation for evidence-based recommendations for practice.The purpose of this study was to clarify the relationship between the efficiency of mechanical energy flow in the torso and bat head speed at impact. Ninety-eight amateur baseball players batted a light ball tossed from the pitcher direction 3.2 m away. The batting motion and ground reaction forces acting on each foot were recorded using a motion capture system and two force plates, respectively. The mechanical powers of the joint forces and joint torques were calculated to measure the generation, absorption, and transfer of mechanical energy in the torso. MALT1inhibitor The transfer efficiency of mechanical energy in the torso was defined as the ratio of the mechanical energy inflow into the thorax from the torso joint to the mechanical energy outflow from the pelvis to the torso joint. The correlation coefficient between the bat head speed and transfer efficiency of mechanical energy in the torso was very low. Conversely, the mechanical energy flow in the torso was significantly correlated to the bat head speed. Therefore, the results suggest that the torso in baseball batting is not utilised for the generation of mechanical energy but acts as a pathway for the transfer of mechanical energy.
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